In the seminar, we will explore selected research approaches and analytic methods relevant for language, linguistics and cultural studies. On the one hand, the seminar aims to develop your skills in understanding and critically evaluating methodological aspects in the research literature. On the other hand, the seminar will prepare you for your own research projects and your BA or MA thesis: We will look at important steps for planning, design, data collection, analysis and presentation.
We will cover empirical and hermeneutical approaches, quantitative and qualitative analyses, mixed-methods designs, and instruments such as questionnaires, interviews and think-aloud approaches. Besides these, you are welcome to bring your own focus to the seminar. We will illustrate theoretical aspects with practical examples – you are very welcome to bring in your own ideas and projects.
At the end of the seminar, you will have developed a mock research proposal that you present in class. (You are welcome to turn this later into your “real BA or MA thesis proposal” with your supervisor.)
Learning outcomes
At the end of the seminar, students are familiar with:

• a variety of field-relevant data collection methods,
• techniques for processing data,
• methods of data evaluation,
• key components of a research proposal.

Students will develop:

• an in-depth understanding and awareness of selected key themes and approaches in language, linguistics and cultural studies,
• an advanced comprehension of sophisticated theories and methodologies,
• the ability to apply theoretical approaches and methodologies to the reading and analysis of a range of primary sources.

Students’ skills include:

• finding and formulating research questions,
• justifying the choice of appropriate research methods and methods of data evaluation,
• developing and structuring a research proposal.

Overview and dates
We meet on the following seven Mondays, in room GW2, A3220, from 10 am to 2pm.
This way we have enough space to engage in group work and discussions.
Preliminary semester plan:
21.10.2019 Introduction: research traditions, research designs, research questions, first steps in planning and structuring research
04.11.2019 Quantitative and qualitative approaches: data collection and analyses
18.11.2019 Key concepts of research quality, introduction to basic statistical terms; what do data sets look like; how do I handle my variables
02.12.2019 Interviews, think-aloud protocols, retrospective interviews: design, coding, analyses
16.12.2019 Surveys and questionnaires: Interviews: design, coding, analyses
06.01.2020 Mixed-methods approaches: design and analyses, how to handle data sets
13.01.2020 Presentation of proposals, feedback
Initial reading
Cohen, L., L. Mannion and K. Morrison. 2002. Research methods in education. Fifth edition. London and New York: Routledge Falmer.
Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (2nd ed.) Thousand Oaks, CA: Sage.
Seminar 3 ECTS points (Studienleistung, unbenotet):
1. Regular and active participation in preparatory tasks, seminar groups, discussions, and teamwork.
2. Preparatory reading of the assigned texts and preparation of the tasks that will be published in advance on StudIP.
3. Development and presentation of a (mock) research proposal (which can be developed later into your real proposal with your supervisor).
For a total of 6 ECTS points and a grade, in addition to the above:
4. Final written assignment.
Further reading
Brown, J. D. & Rodgers, T. S. 2002. Doing Second Language Research. Oxford: Oxford University Press.
Dörnyei, Z. 2007. Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Hua, Z. (ed.) 2016. Research Methods in Intercultural Communication: A Practical Guide. Chichester: Wiley-Blackwell.
Mackey, A. & Gass, S. M. 2012. Research Methods in Second Language Acquisition: A Practical Guide. Chichester: Wiley-Blackwell.
McDonough, J. & McDonough, S. 1997. Research Methods for English Language Teachers. London: Hodder.
Muijs, D. 2004. Doing Quantitative Research in Education with SPSS. London: Sage.
Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press.
Saldana, J. 2009. The coding manual for qualitative researchers. London: Sage.
Research Examples that will be discussed in the seminar
Mixed-methods design:
Harsch, C., Ushioda, E. & Ladroue, C. 2017. Investigating the predictive validity of TOEFL iBT scores and their use in informing policy in a U.K. university setting (TOEFL iBT Research Report TOEFL iBT – 30, ETS Research Report RR – 17-41). Princeton, NJ: Educational Testing Service (peer-reviewed). Available online at http://onlinelibrary.wiley.com/doi/10.1002/ets2.12167/full
Quantitative design:
Harsch, C. & Hartig, J. 2016. Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. Language Testing 33, 555-575. https://journals.sagepub.com/doi/abs/10.../0265532215594642
Qualitative design:
Harsch, C. & Poehner, M. 2016. Enhancing student experience abroad: The potential of dynamic assessment to develop student interculturality. Language and Intercultural Communication 16(3), 470-490. https://www.tandfonline.com/doi/abs/.../14708477.2016.1168043

BA-UM-HET
Interkulturelle Bildung
The seminar aims at exploring what migration means for schools. It is an elective course in the Bremen teacher students curriculum on dealing with heterogeneity. The seminar encourages interaction of students with school experience in Germany and different other countries. Basic English is required.

M.Ed. Grundschule
EW LP5 (b)